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Book Club

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Rochelle Grossbier

on 6 March 2013

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Transcript of Book Club

Meaningful Conversations
With All Students I'm wondering... ELA
Common Core Standards
Using Book Club ...who was the other
person that had the
same wand as Harry. ...if anyone chose a cat
for a pet? This presentation will describe the implementation of Book Club (Raphael and McMahon) in an inclusive 4th/5th grade classroom for meeting the common core standards for all learners. ...if there were other students
at school that didn't know
they were magic, too. “Book Club Program has documented supporting research that demonstrates significant growth in many reading areas as well enhanced pro-social skill development.”



(Raphael, Raphael, Floria-Ruane & George, 2001) Documented
Support
Individuals
Small peer-led groups
In whole-class settings
For use in reading and writing experiences Language
and Thought For Book Club in particular,
three of Vygotsky’s key theories apply:
The role of language in the development of thought.

Awareness and use of the zone of proximal development for each child.

The process of internalization of newly learned concepts.

(Vygotsky, 1978) Theory Purpose Through language interactions, we develop “identity kits” for being a member of the group.

We learn “rules” about membership and conduct.
(Gee, 1990)
Key concepts about
identity theory
that shape our study: 4 2 3 1 Oral language develops thinking and learners construct meanings.

Language is best facilitated as more knowledgeable” others” guide the learner in appropriate tasks.

Individuals construct a sense of self as they participate in social contexts.

Individuals construct meanings for language within their experiences and develop speech genres particular to given social contexts.

(McMahan & Raphael, 1997) Four Key Principles
of Book Club 5 4 3 2 1 Opening and closing community share for
literacy and discussion skill instruction

Reading

Writing

Book Club discussion

Closing community share for literacy
skill instruction 5 Components
of Book Club Rochelle Grossbier—Classroom Teacher
Wisconsin Rapids

Dawn Lobner—Special Education Teacher
Wisconsin Rapids

Dr. Lisa Bardon—Special Education Professor
UW—Stevens Point Guiding Question Will participating in the Book Club program increase the reading and pro-social skills of fourth and
fifth grade students
identified with or at risk for referral to special education for behavioral and/or academic difficulties? Rural Wisconsin School
118 students
SAGE school
4th/5th grade class, 19 students
School Pillars:
Responsive Classroom/Conscious Discipline
Brain-Based Learning
Project-Based Learning
Professional Learning Communities Demographics 2012/13 Target Students
3 boys, 1 girl
Struggling readers
Below grade-level
2 boys; identified ADD/ADHD Book Club Schedule

15 minutes mini lesson
20 minutes reading
10 minutes written response
15 minutes discussion
Slow Change:
Guided Reading to Book Club Discuss Conversations
Types of Conversations
Formal
Informal
Characteristics
Introduce Goal of Book Club
To have meaningful conversations about literature
To demonstrate desired behaviors during discussions Conversations Discussion Behaviors
Necessary for successful conversations Feels like: Sounds like: Looks like: Y  
A “Y” chart is used to brainstorm desired behaviors

Looks like
Sounds like
Feels like

Charts become reference tools
Students reflect on discussions
What went well
What needs improvement
How did each member feel Teaching Desired Behaviors Model reader’s responses
Shared reading/large group
Use response bookmark
Model how to write ideas in
response journal

Journal response
Use response bookmark
Practice social behaviors during
small group instruction
Teacher makes observations
Students reflect on behaviors Response Instruction Model 4 discussions with other professionals
Students observe/give feedback
Use a “T” chart to record observations
What went well
What needs improvement
Each discussion modeled moves toward desired behaviors
Videotape each discussion for review with students Instruction Guided reading format
Ability small group instruction
Variety of literature
Poetry
Picture Books
Topic books

Teach desired social behaviors
Listening
Eye contact
Body language
Tone of voice September to December Self-reflect on discussion
Refer to “Y” chart behaviors
What went well
What could I improve Teach students how to:
Record in response journal
Use a rubric
Use response bookmark
Thick questioning
Ways to respond to reading

Use piggybacking during discussions
Refer back to conversation model #4 January to June Students form book clubs
Conduct discussions including:
Response journal
Piggybacking during discussion
Desired social behaviors
Meaningful literate conversations occurring

Teacher records observations
Students self-reflect
Reading and writing scores improve
Social skills improve Teacher provides multiple texts based on student interests:
Book orders
Classroom titles
Magazine subscriptions
Science / Social studies topics 2nd Semester
of School Year District Benchmark books
Leveled using Reading Recovery System

STAR Reading
Renaissance Learning
Computer test – 3x per year
Blog responses @
http://kidblog.org/MsGrossbiersTHINKsters/

Behavioral Observations
Reading Survey Current Book Club:
Student interaction
Piggy-backing
Meta-cognitive thinking
I'm thinking...
I'm feeling...
I'm wondering...
I'm noticing...
I'm seeing... Pre-Book Club:
Stiff’ and boring conversation
No piggy-backing
Formal turn-taking
Limited participation
No eye contact
Flat expression 2012-2013
Observations
Required considerable teacher guidance
Wrote brief summaries of the reading
Wrote broad, non-specific connections

Independence in journaling
Wrote with thought and depth
Demonstrated connections and interactions
with the text. Journal Responses Fall Spring

Gee, J. P. (1990). Social linguistics and literacy: Idealogies in discourses. London: Falmer.

Masten, A.S. & Coatsworth. J.D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220.

McMahon, S.I, & Raphael, T.E. (1997). The book club connection: Literacy learning and classroom talk. New York, NY: Teachers College Press.

Raphael, T.E., Florio-Ruane, S. & George, M. (2010). Book club plus: A conceptual framework to organize literacy instruction. Language Arts, 79, 159-169.

Vygotsky, L.S. (1978). Mind in society: The development of higher mental psychological processes. Cambridge, MA: Harvard University Press.

Walker, H., Ramsey, E. & Gresham, F.M. (2004) Antisocial behavior in school: Evidence-based practice., 2nd ed. Belmont, CA: Wadsworth. References What Students Are Saying About Book Club "I would pick Book Club because text books are boring. In Book Club you can participate with your own group, it' is good for meta-cognition, and it is fun for kids." --BK "Book Club:
1. Is fun.
2. I get to pick my book
3. I get to read a lot!" --ES "I like Book Club because…
1. You don't have to take test [after every story like you do in the textbook] when you are done reading.
2. You don't read the same thing that everybody else does.
3. You get to pick your own book to read." --LD What Kids Are Saying
About Book Club "I like Book Club because…
#1. We pick the book in Book Club.
#2. In Book Club you can share the book [during book share] because not everyone reads the same book.
#3. There are only 3-4 people in each book club." --BH "I don't like textbooks because of all the extra reading and harder work it makes. I would pick Book Club because its easier and you get to meet with other people you might not ever have talked to." --CB What Students
Are Saying About Book Club
RL – Literacy
RL2 – Summarize a text, determine a theme
RL3 – Describe character, setting, or event; compare/contrast two or more characters, settings, events using specific details
RL7 – Make connections between text and visual or oral presentation RI – Informational Texts
RI1 – Refer to details/examples in a text
RI9 – Integrate information from two texts on the same topic in order to write or speak about it
RF – Foundational Skills
RF3,4 – Use decoding skills, read fluently to support comprehension, and read on-level text with purpose The main purpose of Book Club is to guide students to engage in meaningful literate conversations about self-selected literature.
W1 – Write opinion pieces with support
W7 – Conduct research projects after reading on a topic
W8 – Recall events, take notes, list sources
W9 – Draw evidence from informational texts
W10 – Write routinely to research, reflect, revise
Speaking and Listening (SL)
SL1 – Engage effectively in a range of collaborative discussions with diverse partners with on grade-level topics, building on each others’ ideas and expressing their own clearly
Rules of Book Club
SL2 – paraphrase or summarize written text read aloud or information presented
SL6 – Differentiate between contexts that call for formal and informal discourse appropriate to task and situation ELA
Common Core Standards
Using Book Club Reading Standards Writing Standards *Times will vary for each schedule Assessment "I like book club because it is fun to read [the same books] with other people. If you don’t understand something about the book, the other people can help you understand what you don’t get. With book club you only have 1-4 people in a group; with a text book, the whole class is reading it, so it's not as fun." --MF
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